ED - T4 - Gender differences in achievement

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  • PAGE 1: ED - T4 - Gender differences in achievement
    • girls more likely to pass exams (even in male subjects) + go to uni
    • External frs
      • Impact of feminism
        • Feminism challenge women inferiority. McRobbie: Magazines show independent women - inspire girls to seek career
      • Changes in family
        • Divorced financially independent women lead to inspired girls - gain qualifications - make living
      • Changes in womens' employment
        • Equal Pay Act + more female teachers inspire girls to gain qualifications - future career not housewife
      • Girl's changing ambition
        • Sharpe: study of 1970's girls - education deemed unfeminine. 1990's - valued independence. Beck: individualisation of society
      • class, gender + ambition
        • Reay - limited aspiration reflected in limited opportunities of W/C
          • Biggart - W/C value motherhood over ed. success
    • Internal frs
      • Equal opportunity policies
        • GIST teacher visiting encourages girls to take science careers
        • National Curriculum introduction in 1988 - girls and boys study same subjects
          • Boaler: policies makes school more meritocratic + non-trad. goals to aim for
            • GIST teacher visiting encourages girls to take science careers
      • Positive role models
        • female teachers allow girls to aim for same roles - pursue lengthy education
      • GCSE+coursework
        • Browne: Girls early socialisation makes them neater + more attention to detail - succeed in coursework.
          • Gorard: gender gap constant until year coursework created - 1989. Argues changed assessment causes gap, not boys failure
            • Elwood: exams more influential than coursework
      • Teacher attention
        • Francis - boys disciplined quicker + lower expectations
          • Swann: boys prefer to dominate class, whilst girls prefer pair work. Teachers cause SFP - promote girls self-esteem = success
      • Challenging stereotypes
        • textbook removal of 1970's housewife images + girls scared by science encourage girls.
          • Weiner: teachers challenge sexism and sexist image removal presents girls with positive images
      • selection and league tables
        • Jackson: exam league tables improved opportunities for girls - high achievers = attractive to good schools = SFP = success
          • Slee: Low-achieving boys = obstacle to school. Rough image deters girls from applying
      • Two views of girls achievement
        • Liberal feminists: equal opportunity causes constant improvement.
        • Radical feminists: girls still harassed + ed. system = patriarchal. Women  under-represented. Weiner: history = women free zone
    • Identity, class + girls' achievement (all ARCHER)
      • Symbolic capital
        • Archer: W/C status of girls and values of school clash
          • W/C identity gains symbolic capital from peers but prevents educational and economic cap.
        • Sym.Cap = status given to us by others
          • W/C identity gains symbolic capital from peers but prevents educational and economic cap.
      • hyper-heterosexual fem. identity.
        • appearance causes conflict - makeup is rejection of sch values
        • appearance brings peer approval - avoids labelling of 'tramp'.
          • school define girls as worthless failures. Ideal pupil = not W/C pupil identity
      • boyfriends
        • boyfriend brings sym.cap. but deters girls from going to university
      • being loud
        • challenging teacher's authority + bringing conflict from aggressive behaviour
      • W/C girl's dilemma
        • to gain sym.cap or educational. cap. Conform to peers or sch values
          • W/C investment = failure
      • 'Successful' W/C girls
        • Evans: study of 21 W/C girls: go onto higher education but do not apply for elite universities - "not for me". Earning power = for families
        • Skeggs: W/C identity = primarily concerned with care giver at home - cost and fear of debt
          • limits uni choice + affects value of degree

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